Berklee College of Music
Office of Graduate Studies
Music Therapy Department

We hereby approve the culminating project of
Megan V. Crandall
Candidate for the degree of Master of Arts in Music Therapy

_________________________________________
Suzanne B. Hanser, EdD, MT-BC

_________________________________________
Channing Shippen MA, MT-BC

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_______________________________________
Kathleen M. Howland, Ph.D., MT-BC

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MUSIC THERAPY AND SOCIAL MEDIA ADVOCACY VIA YOUTUBE

Music Therapy and Social Media:
A Grassroots Approach to Music Therapy Advocacy via YouTube
Megan V. Crandall, MT-BC
Berklee College of Music

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Abstract
This study considers the effect of social media networks on information dissemination and the
implications of these networks on advocacy efforts in the field of music therapy. The top 10
results of a music therapy query on YouTube revealed a significant misrepresentation of the field
of music therapy. Additionally, relevant music therapy videos were not easily accessible when
considering the search habits of the average internet user. Therefore, this project focused on
creating a response to the state of music therapy information on YouTube. Video marketing
strategies were reviewed and utilized to create three educational music therapy videos that are
optimized for sharing on YouTube. As a result of this process, a clear framework for a grassroots
approach to music therapy advocacy on social media was developed.
Keywords: music therapy, social media, YouTube, advocacy, video marketing

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Acknowledgments
I would like to give thanks to God for the opportunities He has afforded me and the
people that He has put in my life to help me accomplish this project: To my husband, Jason, who
has walked with me through this journey and gifted me his unconditional love and
encouragement; To my parents, for carrying me through the many obstacles and triumphs that
colored this journey; To my brothers, Michael and Jonathan, for fueling me with strength,
courage, and care; To my extended family, especially my Godparents, for their unceasing prayers
that have shaped me.
To the esteemed faculty at Berklee College of Music who shaped my graduate work, with
special thanks to Dr. Joy Allen for her dedication to the success of her students, to Professor
Brian Jantz for sparking my interest in this project, and to Professor Karen Wacks for providing
rejuvenation and inspiration near the conclusion of my journey.
To my invaluable committee members, Dr. Suzanne Hanser for serving as my advisor
and providing a steadying yet flexible hand throughout this process, Dr. Kathleen Howland for
infusing her passion of music therapy and neuroscience, and to Channing Shippen for her
heartening and grounding enthusiasm throughout this process.
To my amazing cohort who is comprised of strong therapists and wonderful people, I
could not imagine this experience without you all.
Glory be to God!

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Table of Contents
Abstract ........................................................................................................................................... 2
Acknowledgments........................................................................................................................... 3
1. INTRODUCTION .................................................................................................................... 5
2. LITERATURE REVIEW ......................................................................................................... 6
3. RATIONALE ............................................................................................................................ 9
4. METHODS ............................................................................................................................. 10
1. Video Marketing Strategies ............................................................................................ 10
2. Video Topics ................................................................................................................... 12
3. Video Style...................................................................................................................... 13
5. RESULTS ............................................................................................................................... 14
4. Advocacy Approach........................................................................................................ 14
5. Video Production ............................................................................................................ 16
6. Video View Data............................................................................................................. 17
6. DISCUSSION ......................................................................................................................... 19
7. Interpretation and Future Directions ............................................................................... 19
8. Limitations ...................................................................................................................... 20
9. Call-to-Action ................................................................................................................. 21
References ..................................................................................................................................... 23
Appendix A ................................................................................................................................... 29
Appendix B ................................................................................................................................... 30

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Introduction
Professional music therapy organizations have a rich history of advocacy efforts (Moore,
2015; Register, 2013). Within the context of this project, advocacy efforts maintained by
professional music therapy organizations will be referred to as organizational advocacy.
Currently, organizational advocacy efforts are generally focused on achieving state recognition
of the music therapy profession and the Music Therapist-Board Certified credential (American
Music Therapy Association [AMTA], n.d.; Moore, 2015; Register, 2013). However, the Oxford
English dictionary (2015) defines advocacy as “public support for or recommendation of a
particular cause or policy.” This definition expands the context of considering advocacy efforts
to include the actions of individual music therapists as they advocate for the music therapy
profession throughout their daily interactions with others. AMTA (n.d) makes reference to the
role of individual music therapists by defining an advocate as someone “who tells a convincing
story expressing a personal belief” (p. 3).
Register (2013) identifies the misconception of the field of music therapy and the
qualifications of a music therapist by the general public as a barrier to advocacy efforts. She
elaborates on this issue by citing the case-by-case nature of addressing misconceptions about the
profession rather than through large-scale advocacy efforts. Social media networks enable
individuals to share information with any number of people at the push of a button (Bakshy,
Rosenn, Marlow, & Adamic, 2012) and can potentially provide a resolution to the case-by-case
nature of addressing misconceptions of music therapy. The deluge and strength of ties between
social media users has effectively “transformed the Internet from a platform for information, to a
platform for influence” (Hanna, Rohm, & Crittenden, 2011, p. 272).

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It stands to reason that evaluating the presence of music therapy information on social
media networks is essential to the correct representation of music therapy to the general public.
This project takes into consideration the general behaviors of online users and the characteristics
of preferred content on social media platforms to propose a grassroots approach to music therapy
advocacy via YouTube culminating in the creation of three short films that address common
misconceptions about the profession and are optimized for sharing on social media networks.
Literature Review
The exponential growth of social media networks has been thoroughly researched and
documented (Bakshy et al., 2012; Bhattacharya, Srinivasan, & Polgreen, 2017; Gagnon & Sabus,
2015, Surani et al., 2017; Thackeray, Crookston, & West, 2013). Not only has the number of
social media users increased, but also, the number of social media platforms, the frequency of
interaction within social media networks, and the perceived value of social media networks by
users. A longitudinal report retrieved from the Pew Research Center (Perrin, 2015) details the
growth of adults using social media in the United States from 2005-2015. This report analyzes
usage across multiple demographics including age and socioeconomic status. All demographics
show a dramatic increase in social media usage with a cumulative growth rate from 7% usage in
2005, to 65% in 2015.
Although a vast array of social media platforms presently exists (e.g. YouTube,
Facebook, LinkedIn, Instagram, etc.), YouTube and Facebook are the leaders of social media
(An, 2018; Bakshy et al., 2012; Bhattacharya et al., 2017; Cha, Kwak, Rodriguez, Ahn, & Moon,
2007; Hanna et al., 2011; Vinerean, 2017). Statistics from www.internetlivestats.com, retrieved
on April 5, 2019, reveal that 78,215 videos are viewed on YouTube every second. Statistics
provided by www.newsroom.fb.com report that during the month of December in 2018, an

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average of 1.52 billion Facebook users interacted with their accounts and social media networks
on a daily basis. These statistics alone speak to the vastness of social media networks and the
global reach of information sharing within these online communities.
Companies and industries rely on the wide reach of social media to sell products and
increase customer loyalty to such an extent that social media marketing plans have become a
fundamental approach to marketing rather than a supplementary component (Hanna et al., 2011;
Vinerean, 2017). Research suggests that traditional marketing strategies that reach the potential
customer through passive broadcasting (e.g. advertisements, commercials, etc.) are no longer
sufficient in driving sales and promoting consumer loyalty (Aral & Walker, 2011; Hanna, et al.,
2011). Rather, marketing messages that actively engage the potential consumer generate
increased word-of-mouth marketing and increased product adoption (Aral & Walker, 2011;
Bakshy et al., 2012; Hanna et al., 2011; Knossenburg, Nogueira, & Chimenti, 2016; Vinerean,
2017).
Furthermore, social media users are turning to their online networks for more than a
desire for social interaction (An, 2018; Bhattacharya et al., 2017; Hann et al., 2011). This
observed behavior is significant to consider in relation to the healthcare community. Social
media users are now turning to their online networks for recommendations regarding medical
and healthcare decisions (Bhattacharya et al., 2017; Gagnon & Sabus, 2015;
PricewaterhouseCooper Health Research Institute [PwC HRI], 2012; Surani et al., 2017;
Thackeray et al., 2013). In a survey report provided by PwC HRI (2012), 80% of respondents
between the ages of 18 and 24 cited social media as a means of sharing healthcare information
and nearly 90% reported that they would trust healthcare information shared within their social
networks. Although the percentages were not as high for respondents between the ages of 45 and

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64, nearly half (45%) cited that they would share healthcare information on social media. These
statistics suggest that an engaging online presence is becoming an essential component of
healthcare education and advocacy.
Historically, within the field of music therapy, advocacy efforts on social media
platforms can be characterized as a generally grassroots movement, highly dependent on the
initiative of individual music therapists (Moore, 2015). These grassroots efforts have encouraged
organizational advocacy efforts on social media platforms. AMTA and the Certification Board
for Music Therapists (CBMT) both have accounts on several social media platforms. However,
the target audience of both of these organizations is the professional or prospective music
therapist and information disseminated on their social media accounts primarily relates to the
music therapy professional. Thus, there is a need for accessible materials that are optimized for
sharing on social media platforms to maximize the reach and efficacy of grassroots advocacy
efforts targeted to the general public.
Results from an online survey conducted by HubSpot Research (An, 2017; 2018), reveal
a strong preference for video content among online users. The results also indicate that video is
the most effective modality in promoting content consumption and retention in comparison to
other modalities (e.g. news articles, multimedia articles, social media posts, etc.). Furthermore, a
survey of online adult users (Purcell, 2015) cites rising popularity of educational videos.
YouTube is a primary source for online video viewing and is the largest site for user-generated
video content (An, 2018; Cha et al., 2007). Gooding and Gregory (2011) cited the use of
YouTube as a platform to obtain information about music therapy. Therefore, the scope of this
project focuses on assessing and responding to the accessibility of music therapy videos on
YouTube.

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Rationale
There is a strong tendency for online users to only view the first page of search results
yielded by a search engine query (Jansen & Spink, 2006). More recent research suggests that this
behavior has narrowed to users consulting only the top ten search results (Silverstein, Marais,
Henzinger, & Morica, 1999). Therefore, in assessing the accessibility of music therapy videos on
YouTube, only the top ten results were analyzed. Furthermore, research indicates that online
users rarely conduct search queries with numerous search terms (Jansen & Spink, 2006) and that
queries with two or fewer search terms account for over 50% of search queries online
(Silverstein et al., 1999). For this reason, the search terms utilized to assess the accessibility of
music therapy videos on YouTube were limited to two terms resulting in a search query for
“music therapy” (quotations were not used when conducting the search). The search was
conducted on August 6, 2018, utilizing Chrome web browser. An incognito window was used to
control for the influence of search history algorithms on search visibility.
Search results were also analyzed to determine their relevance to the field of music
therapy. Resources that contained information directly related to the work of a credentialed
music therapist were considered to be relevant. Resources that did not contain information
directly related to the work of a credentialed music therapist were considered to be a
misrepresentation of the field of music therapy. A screenshot of the top 10 search results for
music therapy on YouTube is provided in Appendix A. In general, the top 10 results revealed a
significant misrepresentation of the field of music therapy. Two out of ten videos were relevant
to the profession. The remaining eight videos were compilations of “relaxing music” with seven
of the videos mis-identifying as music therapy within their titles or descriptions.

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The results of this brief and informal analysis reveal that videos that are relevant to the
field of music therapy are not easily accessible to the general public when considering the search
behaviors of the average internet user. Additionally, these results reveal a significant
misrepresentation of the field of music therapy on YouTube. Both of these findings are
consistent with Gooding and Gregory’s (2011) analysis of music therapy videos on YouTube,
and further support the need for accessible and relevant resources to enhance the efficacy of
grassroots advocacy efforts on social media.
Methods
Video Marketing Strategies
While the nuances of effective video marketing are beyond the scope of this project,
several industry norms to maximize viewer engagement and viewer interaction were identified
from various sources and compiled into a checklist that was used in the production of each
educational music therapy video (see Figure 1).
Video must meet the following criteria:
2 minutes of less
First 10 seconds include:
Purpose of video is clearly stated
Auditory interest (e.g. music, opening
question, sound effects, etc.)
Visual interest (color, movement,
pictures, etc.)
Subtitles
Tags
Cards
Call to action
Like
Comment
Share
Subscribe
Watch other videos
Visit AMTA website
Figure 1. Checklist of video marketing industry
norms that were identified and utilized in the
production of educational music therapy videos
optimized for sharing on YouTube

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Jarboe (2011), Johnson (2011), and Finney (2019) all agree that online videos should be
no longer than two minutes to maximize viewer engagement. Similarly, the first 10 seconds of
video content is crucial to capturing viewer engagement (Jarboe, 2011; Johnson, 2011; Read,
2017). Strategies for optimizing the first 10 seconds of video content include clearly stating the
purpose of the video and using a variety of effects (e.g. music, visual, opening questions, etc.).
Videos should include subtitles and comprehensive tags to optimize search engine optimization
(Jarboe, 2011; Finney, 2019; Read, 2017). Subtitles not only improve search visibility, but also
expand potential viewers to include those who choose not to turn on audio, are not able to turn
on the audio secondary to social setting, and to individuals who have difficulty processing
auditory information.
Annotations and a call-to-action should be included in video content to maximize viewer
interaction (Jarboe, 2011; Everett, 2011; Finney, 2011; & Read, 2017). Annotations are small
pop-up messages or windows that appear while viewing a video online that provide additional
information to the viewer or prompt the viewer to perform a particular action. The latter
application of annotations is related to including a call-to-action (e.g. subscribe, like, share,
prompt to watch a supplementary video, etc.). Increased user interaction with online content has
been shown to increase word-of-mouth marketing (Aral & Walker, 2011; Bakshy et al., 2012;
Hanna et al., 2011; Knossenburg et al., 2016; Vinerean, 2017).
YouTube provides the option to add traditional annotations to video content or to add
cards. Cards are similar to traditional annotations but are less intrusive to the video watching
experience and can be viewed on mobile devices as well as desktop computers. For these
reasons, cards were used as an alternative to traditional annotations within the context of this
project.

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Video Topics
Music therapy is a robust profession with a variety of clinical approaches, theoretical
orientations, advanced trainings, and clinical populations (Knight, LaGasse, & Clair, 2018). In
considering the industry norms of video marketing, it became evident that videos should be
concise, each focusing on a singular component of the music therapy profession. Therefore, this
project focused on the creation of three videos in an effort to provide adequate information while
maximizing user engagement and interaction. Identifying and responding to common
misconceptions of music therapy was another integral component in the development of a
grassroots approach to music therapy advocacy.
Promoting public relations and marketing the field of music therapy was one of the initial
focal points of organizational advocacy and persists to present day advocacy efforts (Moore,
2015; Register, 2013). The AMTA website (www.musictherapy.org) has numerous webpages
dedicated to the definition of music therapy. Clements-Cortes (2013) cites that the misconception
of the music therapy profession is a contributor to burnout among music therapists. Therefore,
clarification of the definition of music therapy became the first targeted outcome of this project.
Similarly, defining the qualifications of a music therapist was one of the first initiatives
of organizational advocacy within the profession (Moore, 2015). The AMTA website
(www.musictherapy.org) has a subsection dedicated to defining the role of a music therapist and
CBMT has created a fact sheet on this topic (n.d.). Gooding & Gregory (2011) noted that none of
the videos used in their analysis of YouTube music therapy videos included credentialing
information. Therefore, reviewing the qualifications of a board-certified music therapist became
the second targeted outcome of this project.

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AMTA has devoted numerous resources to differentiating music therapy from other
music modalities in the medical setting. These resources include the creation of a fact sheet
dedicated to defining music therapy in the medical setting (2006) and a press release dedicated to
defining what music therapy is and is not (2014). Furthermore, the AMTA Professional
Advocacy Committee (2004) prepared an overview of music modalities commonly encountered
in the medical setting. In 2014, a reiteration of the differentiation of various music modalities
was prepared by AMTA and the National Standards Board for Therapeutic Musicians (NSBTM).
Occurrences of role conflict, in which music therapists are asked to perform musical tasks
outside their scope of practice (e.g. entertainment, background music, etc.), have been cited as
contributors to the phenomenon of burnout within the profession (Clements-Cortes, 2013; Kim,
2012). Therefore, differentiating music therapy from other music modalities commonly
encountered in the medical setting became the third targeted outcome of this project.
Video Style
There were several considerations, both practical and strategic, that influenced the use of
animation as the video style for this project. Practically, animation software makes the
production of animated videos accessible to individuals with no prior experience in video
production. The choice to create animated videos was cost-effective and ensured a small learning
curve regarding video production so that video content could remain the focus of this project.
Powtoon is a web-based animation software and was the chosen platform for this project due to
the variety of available features and user-friendly interface.
Research suggests that videos that elicit positive emotions increase social contagion
(Berger & Milkman, 2012; Berger & Milkman, 2013; Bhattacharya et al., 2017; Knossenburg et
al., 2016). Educational videos are not inherently evocative. However, animation can elicit the

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feeling of nostalgia and leave the viewer in a positive frame of mind (Bedrina, 2018; Huber,
2018; Pinge, 2017). Additionally, video content that is presented in a novel manner can boost
viewer traffic (Hanna et al., 2011; Knossenburg et al., 2016). At the time of this project,
animated videos comprise the minority of all online videos and more specifically, the minority of
online music therapy videos. Therefore, animated videos are intrinsically novel. Animation can
also increase viewer engagement by facilitating increased attention while also providing visual
clarification of complex topics (Bedrina, 2018; Huber, 2018; Pinge, 2017). For these reasons,
animation provided a practical option for video production as well as a strategic option when
considering the video topics and content of this project. Careful consideration of the strategic and
practical components of various video styles was another crucial element to the development of a
grassroots approach to music therapy advocacy on social media.
Results
Advocacy Approach
Throughout the course of this project, a clear approach to grassroots music therapy
advocacy efforts on social media became evident. This approach was applied to the creation of
videos that are optimized for sharing on YouTube but could be generalized to the creation of
various forms of online content (e.g. infographics, testimonials, etc.) that are optimized for
sharing on different social media platforms (e.g. Facebook, Twitter, etc.). No matter what social
media platform or type of online content is chosen, it is imperative to maintain professional
integrity online and to adhere to the AMTA Code of Ethics (2015).
Identify a music therapy need. The music therapy needs identified within the context of
this project were common misconceptions of the profession cited within the music therapy
literature. However, a music therapy need could be a response to a misrepresentation or

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misconception of the field encountered on social media or through daily interaction with nonmusic therapists. A music therapy need could also be increasing awareness of the work of
credentialed music therapists and the populations who can benefit from music therapy. It is
highly recommended to reference music therapy literature in the production of advocacy
materials to ensure professional quality and integrity.
Choose type of online content. When choosing what type of online content to utilize, it is
important to consider both practical and strategical components. Practical components include
considerations such as the cost of production and the accessibility of production needs (e.g.
recording equipment, editing software, graphic design skills, etc.). Strategic components include
consideration of the target audience, the intended platform for social media sharing, and which
type of online content is most prevalent on the intended platform and would most effectively
communicate the music therapy need.
Within the context of this project, educational video was chosen as the type of online
content best suited for communicating the identified misconceptions of the profession. Behaviors
of the average online consumer contributed to the decision to create video content as well as the
current accessibility of relevant music therapy videos identified within the top 10 search results
generated on YouTube from a music therapy query. YouTube was chosen as the intended
platform for sharing because it is one of the largest networks for sharing video content online.
Identify and incorporate industry norms. This project identified video marketing industry
norms to inform video production of educational music therapy materials. These industry norms
are specific to video marketing and sharing on YouTube. Other social media platforms as well as
other types of online content may have different industry norms. It is important to identify and
apply the industry norms relevant to the chosen platform and type of content when producing

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music therapy advocacy materials to share on social media. Universally, comprehensive tags
improve search visibility of online content.
Video Production
This project resulted in the creation of three educational videos, each with a distinct
targeted outcome and adhering to the identified industry norms of video marketing. A YouTube
channel, Music Therapy Hub (https://www.youtube.com/channel/UCV1R4W4K8dcqDMI8OFXmnA), was created to host the videos. Table 1 provides an overview of each video, its targeted
outcome, literature referenced in the creation of the video, a summary of the description, and
total time of the video. On YouTube, each description also includes links to the videos that are
featured in the cards applied throughout the video and the citation information for the music
therapy literature referenced to create the video. Storyboarding for each video is provided in
Appendix B which also reviews the tags and cards that were applied to each video.
Table 1
Overview of Resultant Educational Music Therapy Videos
Video Title

Targeted
Outcome
Clarify the
definition of
music therapy

Literature Referenced

Description

AMTA, 2014
Hanser, 1999
Knight et al., 2018
Wheeler, 2015
www.musictherapy.org/ab
out/musictherapy/

Get a snapshot of the profession of music
therapy. What is music therapy? Who can
benefit? Why is it effective? How it works?
These are just a few of the questions
reviewed in this video.

1:59

What
Qualifies a
Music
Therapist?

Review the
qualifications
of a boardcertified music
therapist

CBMT, 2011
Hanser, 1999
Knight et al., 2018
Wheeler, 2015
www.musictherapy.org/ab
out/therapists/

This video gives a snapshot of what it
means to be a music therapist. Learn what
differentiates a music therapist from other
music professionals and why the training
and credentials of a music therapist are
important for safe and effective treatment.

1:44

Is That
Music
Therapy?
Music and
Medicine

Differentiate
music therapy
from other
music
modalities in
the medical
setting

Allen, 2013
AMTA, 2006
AMTA, 2014
AMTA & NSBTM, 2014
AMTA Professional
Advocacy Committee,
2004

Many music therapists work in hospitals.
Get a snapshot into the work of a medical
music therapist and learn how
credentialed music therapists differ from
other music professionals commonly
encountered in the medical setting.

1:50

What is
Music
Therapy?

Length

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Video View Data
Although attempts were made to optimize the videos created as a result of this project, to
maximize search visibility on YouTube, these attempts alone were not strong enough to
significantly affect the algorithms used to determine search visibility. This became evident when
an incognito window was used to search for “music therapy” on YouTube and the videos of
interest to this project did not attain high search visibility.
Research suggests that sharing online content that is highly relevant to a specific user or
group can significantly increase the recommendation and popularity of niche online content (Nie,
Zhang, & Liu, 2014). In general, music has global popularity. However, the current awareness of
the profession of music therapy on a global scale is more appropriately characterized as a niche
interest. Facebook hosts a variety of music therapy groups and serves as a potential platform for
boosting visibility of the videos created throughout this project by reaching special interest
groups. Therefore, the YouTube link for the video, “What is Music Therapy?” was shared to a
closed Facebook group for a local music therapy organization and served as a test-market
population for video traction and popularity.
Near-future popularity of online content can be predicted based on the first 2 days of
view data (Cha et al., 2007). Therefore, a snapshot of viewer interaction data was collected
within the first 48 hours of online publication to determine the popularity of the videos that
resulted from this project. Within the first 48 hours of publication within the local music therapy
Facebook group, the YouTube link was shared several times. Since the original post was made in
a closed group, it is difficult to track shares. However, it is important to note that users who
shared the link had to invest more effort by copying the URL and creating a new post to share
the link rather than having the option to simply press a “share” button. YouTube Analytics reveal

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an increase in channel subscribers (+8) and total views (+408) during this time frame. Comments
made on this post were all positive in nature and included several requests for a native upload to
Facebook of the video content.
In response to the feedback received within the local music therapy Facebook group, the
video was uploaded natively to Facebook through a personal account and shared to the Facebook
group, “Music Therapists Unite!” This group is designed to consist of credentialed music
therapists, music therapy interns, and music therapy students. At the time of this project, this
group has the largest member-base on Facebook and was therefore chosen as a secondary test
market. Within the first 48 hours of publication, the Facebook video generated over 20,000
views and 1,000 shares. While a majority of public shares were made to personal accounts, many
music therapy businesses shared the video as well. Additionally, several music therapy student
associations, university music departments, and non-profit organizations shared the video. The
video was also shared internationally through personal and organizational accounts. The video
also generated significant user interaction via comments and reactions, all of which were positive
in nature. YouTube Analytics revealed a high click-through rate from the Facebook video to the
Music Therapy Hub YouTube channel with an increase in both channel subscribers (+57) and
total views (+409).
Overall, the videos that resulted from this project were received by the online music
therapy community and the general public with high regard. High levels of user engagement and
interaction were noted during the first 48 hours of online publication. By making the “what Is
Music Therapy?” video accessible to the online music therapy community via Facebook,
advocacy for the profession was exponentially multiplied. The proactive response to the video by

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the online music therapy community illustrates a need and desire for these types of resources and
highlights the strength of grassroots advocacy efforts on social media platforms.
Discussion
Interpretation and Future Directions
Preliminary data collected within the first 48 hours of online publication indicate high
viewer interaction and engagement. The data support both a need and a desire for music therapy
resources that are optimized for social media. Furthermore, the data support the validity of using
Facebook as a means to reach niche interest groups to promote information dissemination by
highlighting the grassroots nature of music therapy advocacy via social media. The response to
the “What Is Music Therapy?” video among Facebook users, in addition to the click-through rate
from the Facebook post to YouTube that resulted in channel subscriptions, supports the future
creation of a Music Therapy Hub Facebook page. A landing page would allow for additional
resources to be uploaded directly to the Music Therapy Hub page rather than through a personal
account. A landing page would also enable more thorough data collection regarding user
engagement and interaction of music therapy content shared through the proposed Music
Therapy Hub page.
Presently, YouTube Analytics could be used to collect additional channel data that could
further support the efficacy of the proposed grassroots approach to music therapy advocacy on
social media. These data could include measures such as total watch time (minutes), average
view duration, total number of views, and total number of subscribers. Similar data could be
collected for each independent video to provide a more in-depth analysis of user engagement and
interaction. Additionally, descriptive analysis could be applied to user comments to determine

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user attitudes towards the videos and could potentially provide insight to the overall influence of
the videos.
Social media influencers can be described as individuals “who have a large base of
followers” (Vinrean, 2017, p. 33) and have a strong capacity to spread online content (Bakshy et
al., 2012). Encouraging music therapy influencers (e.g. AMTA, CBMT, popular music therapy
bloggers, etc.) to share the videos created by this project on their social media accounts could
dramatically increase viewer engagement and interaction throughout special interest groups and
the general public. This encouragement has the potential to contribute to the continuation of the
historically grassroots approach to music therapy advocacy on social media.
The preliminary data of online user engagement and interaction, in conjunction with the
international shares received via Facebook, suggest a need for subtitles in various languages to
be applied to the existing videos to expand viewership. The data also suggest a desire for
additional videos that could be created following the same grassroots approach utilized
throughout this project to identify and address common misconceptions about music therapy.
Limitations
As video production progressed throughout this project, the Powtoon platform proved to
have limited resources available that are related to the profession of music therapy (e.g.
instruments, ability to manipulate characters to play instruments, etc.). It became necessary to
import images from external sources. To keep production cost at a minimum, only images in the
public domain were used which limited access to images that were stylistic congruent with the
overall style of each video. Some of the images featured in the videos had to be hand drawn.
Powtoon may not be the ideal platform for creating music therapy educational videos in future
endeavors.

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MUSIC THERAPY AND SOCIAL MEDIA ADVOCACY VIA YOUTUBE
The exploration and implementation of the intricacies and nuances of video marketing
and social media marketing were beyond the scope of this project. It is likely that opportunities
for search engine optimization and increased word-of-mouth marketing were missed with the
proposed approach. The promotion of a grassroots approach to music therapy advocacy on social
media inherently suggests that the advocate would have expertise in the field of music therapy
rather than in marketing. However, future collaboration with a marketing expert could provide
invaluable insight to refining and maximizing the efficacy of music therapy advocacy efforts on
social media.
This project only focused on the use of YouTube as a means of promoting the profession
of music therapy. Although Facebook proved to be a highly influential platform for driving
traffic to YouTube, the native Facebook video resulted in the most viewer interaction and
engagement suggesting that Facebook may be a preferred platform for future music therapy
advocacy efforts on social media. Assessing the nuances of video marketing on Facebook as well
as the influence of social media networks made up of numerous platforms (e.g. Twitter,
Instagram, etc.) were beyond the scope of this project.
Call-to-Action
The videos created as a result of this project have the potential to clarify
misrepresentations and misperceptions of the field of music therapy. However, as evidenced by
the traction of the “What is Music Therapy?” video posted on Facebook, it is the strength of
grassroots efforts online that influence the dissemination of relevant music therapy resources.
Advocates for the music therapy profession should be engaging and interacting with online
content and encouraging others within their social networks to do the same by viewing, reacting
to, commenting on, and sharing relevant music therapy resources.

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MUSIC THERAPY AND SOCIAL MEDIA ADVOCACY VIA YOUTUBE
Additionally, the proposed advocacy approach has the potential to inform future
endeavors related to creating educational music therapy content that is optimized for social
media. By following the advocacy approach developed through this project, individuals have a
guideline for creating effective and relevant resources that can inform the general public about
the profession of music therapy. This project illustrates that online music therapy community is
primed and ready for resources that are optimized for social media. The time to act is now.

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MUSIC THERAPY AND SOCIAL MEDIA ADVOCACY VIA YOUTUBE
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Appendix A
Screenshot of Top 10 Search Result on YouTube

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MUSIC THERAPY AND SOCIAL MEDIA ADVOCACY VIA YOUTUBE
Appendix B
Video Storyboards
What is Music Therapy?
Tags. what is music therapy, music therapy, music,therapy, musical therapy, music as
therapy, music in therapy, music therapist, musical therapist, mt-bc, mtbc, american music
therapy association, amta, certification board for music therapists, cbmt, therapeutic music,
music medicine, expressive arts therapy, creative arts therapy, music and parkinson's, music and
dementia, music and medicine, music in hospitals, mental health, music and pain, music and
nicu, music and autism
Voiceover: Music therapy has been an
established healthcare profession since
1950.

Voiceover: It is the clinical and evidencebased use of music interventions to
accomplish individualized goals within a
therapeutic relationship by a credential
professional. So, what does that mean?
What do music therapists actually do?

Voiceover: Music is used within a
therapeutic relationship to address the
various strengths and needs of individuals.
Functional outcomes may include
movement, developmental, mood
management, communication, or
behavioral goals.
Card URL:
http://www.youtube.com/channel/
UCz5_7Os9ThMqxmXdb_HuU3A
Custom Message: Music Therapy Tales

31
MUSIC THERAPY AND SOCIAL MEDIA ADVOCACY VIA YOUTUBE
Teaser Text: Find testimonials here!
Voiceover: After thorough assessment of
each client, the music therapist provides the
indicated treatment including creating,
singing, moving to, and listening to music.
Card URL:
http://www.youtube.com/watch?v=
a1xiG29UMOA
Custom Message: Nordoff-Robbins MT in
action
Teaser Text: See a session!
Voiceover: Now, you may be thinking, “I
can’t do music therapy, I’m not a
musician.” But music therapy can be
appropriate for individuals of all ages
ranging from infants as young as those in
the NICU, to children, adolescents, adults,
and older adults.
Card URL:
http://www.youtube.com/watch?v=
bwKCK3W-96E
Custom Message: none
Teaser Text: NICU music therapy in action
Voiceover: One of the reasons music
therapy can be so effective for so many
different populations is because music
experiences engage numerous centers in the
brain including those associated with
movement and coordination, executive
function, language, and sensory integration.

Voiceover: Music also activates several
other structures in the brain that are
associated with emotional experiences,
communication between the left and right
hemispheres, the reward circuitry, and
basic body functions. This whole brain
experience contributes to the potential
benefit of music therapy treatment for a
variety of individuals.

32
MUSIC THERAPY AND SOCIAL MEDIA ADVOCACY VIA YOUTUBE
Card URL:
http://www.youtube.com/watch?v=
jbTrbySS3fU
Custom Message: none
Teaser Text: MT, emotions, and grief
Voiceover: Some of these individuals may
be living with autism, brain injury,
Parkinson’s disease, or might be part of a
support group. Music therapy can also be
effective for community building.
Card URL:
http://www.youtube.com/watch?v=
lCjdd1yTdOo
Custom Message: none
Teaser Text: Community MT in action
Voiceover: To learn more visit
www.musictherapy.org.

What Qualifies a Music Therapist?
Tags. what is music therapy, music therapy, music, therapy, musical therapy, music as
therapy, music in therapy, music therapist, musical therapist, mt-bc, mtbc, american music
therapy association, amta, certification board for music therapists, cbmt, therapeutic music,
music medicine, expressive arts therapy, creative arts therapy, music and autism, music and
parkinson's, music and dementia, what is a music therapist, who are music therapists, how to
become a music therapist
Voiceover: Music therapists carry the
credential MT-BC…

33
MUSIC THERAPY AND SOCIAL MEDIA ADVOCACY VIA YOUTUBE
Voiceover: which stands for, “Music
Therapist-Board Certified.”

Voiceover: Music therapists are allied
healthcare professionals who use music
within a therapeutic relationship to address
physical, psychological, cognitive, and
social needs of individuals.

Voiceover: Now, you might be thinking,
“How is a music therapist different from
say, a music teacher or a music volunteer?”
Well, music can be powerful. It can even
affect someone’s heart rate or respiratory
rate.
Card URL:
http://www.youtube.com/watch?v=
4qjx2BrrQJg
Custom Message: none
Teaser Text: See these effects in NICU MT
Voiceover: Songs you love can evoke
potent memories that can make you feel
joy, or in some situations…

34
MUSIC THERAPY AND SOCIAL MEDIA ADVOCACY VIA YOUTUBE
Voiceover: can bring up difficult and
painful emotions.

Voiceover: Music therapists are trained to
help an individual cope with and process
these responses.
Card URL:
http://www.youtube.com/watch?v=
IWQnTUunhuY
Custom Message: none
Teaser Text: Music and emotion - TEDx
talk
Voiceover: Music provides unique sensory
experience that can be overstimulating and
stressful for some populations.

Voiceover: Music therapists are specially
trained to identify and adapt to the cues of
individuals so that music can be used in the
safest and most effective manner for the
client.

35
MUSIC THERAPY AND SOCIAL MEDIA ADVOCACY VIA YOUTUBE
Voiceover: In the U.S., music therapists
must earn a degree in music therapy from
an AMTA-approved program. They must
complete at least 1,200 hours of clinical
fieldwork and they must successfully pass a
national examination.
Card URL:
http://www.youtube.com/watch?v=
47-90fPyQa8&t=645
Custom Message: none
Teaser Text: MT can change the world TEDx
Voiceover: Music therapists engage in
active assessment, treatment planning, and
evaluation for each individual receiving
services. Within the treatment plan, music
therapists create therapy goals and
document progress towards these goals
during each session.
Card URL:
http://www.youtube.com/watch?v=
ciubgEkE1i4
Custom Message: none
Teaser Text: See a session here!
Voiceover: Music therapy is evidencebased. Credentialed music therapists can
provide valuable documentation that can
contribute to reimbursement of services for
some clients and in some clinical settings.
Card URL:
https://www.youtube.com/watch?v=
vmTYpvE4oMU
Custom Message: none
Teaser Text: What is MT? click here!

36
MUSIC THERAPY AND SOCIAL MEDIA ADVOCACY VIA YOUTUBE
Voiceover: Everyone can use music, but
music therapists apply music to facilitate
specific positive outcomes. To learn more,
visit www.musictherapy.org.

Is that Music Therapy? Music and Medicine
Tags. music therapy, music, therapy, musical therapy, music as therapy, music in therapy,
music therapist, musical therapist, mtbc, american music therapy association, certification board
for music therapists, therapeutic music, music medicine, expressive arts therapy, creative arts
therapy, music and medicine, music in hospitals, music and pain, music and nicu, procedural
support, musicians on call, music volunteer, music practitioner, clinical musician, music
thanatology
Voiceover: Music is being used more and
more in the medical setting which leads to
the question, “Is that music therapy?”

Voiceover: Pre-recorded music is
oftentimes played in waiting areas to
decrease stress and improve ambience.
This is music medicine.

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MUSIC THERAPY AND SOCIAL MEDIA ADVOCACY VIA YOUTUBE
Voiceover: Sometime live music is used
and that’s the work of a music practitioner,
clinical musician, or music volunteer.

Voiceover: Bedside musicians are often
times provided by an organization called,
“Musicians on Call.” Listening libraries are
popular as well and can be played by a
nurse or family member. Although this is
therapeutic, it’s not music therapy.

Voiceover: Harp players are also at
hospitals and sometimes specialize in
music for comfort at the end of life. This is
music thanatology.

Voiceover: So, what makes music therapy
unique? Music therapy goes beyond
creating healing sound. Music therapists
establish a therapeutic relationship built on
music interaction with patients. They’re
active members of the treatment team and
they create individualized goals for each
session.
Card URL:
http://www.youtube.com/watch?v=
KNuT3x4KJsY
Custom Message: none
Teaser Text: See how interactive MT is
here

38
MUSIC THERAPY AND SOCIAL MEDIA ADVOCACY VIA YOUTUBE
Voiceover: Music therapists can also cotreat with other medical professionals.

Voiceover: They can work with doctors or
nurses to provide procedural support that
can help patients of all ages by decreasing
pain and anxiety.
Card URL:
http://www.youtube.com/watch?v=
lk0Wzxm2AXc
Custom Message: none
Teaser Text: See an example here!
Voiceover: A music therapist may work
with a physical therapist to provide gaitnormalizing rhythmic stimulation…
Card URL:
http://www.youtube.com/watch?v=
fbDKHGg9upQ
Custom Message: none
Teaser Text: MT can improve walking
Voiceover: or with a speech therapist…

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MUSIC THERAPY AND SOCIAL MEDIA ADVOCACY VIA YOUTUBE
Voiceover: to improve word finding and
speech fluidity.
Card URL:
http://www.youtube.com/watch?v=
veEdqTZqHT0
Custom Message: none
Teaser Text: Can't speak? Sing instead!

Voiceover: Music therapists can also lead
support groups and can facilitate music
groups with targeted therapy goals.
Card URL:
http://www.youtube.com/watch?v=
PxiyNI6qFxs
Custom Message: none
Teaser Text: Check out the Stroke MT
group
Voiceover: Some of these groups can
promote community reintegration and
continuum of care such as communication
choirs for individuals with speech deficits
or cancer survivorship choirs.

Voiceover: To learn more about music
therapy, visit www.musictherapy,org.
Don’t forget to subscribe to Music Therapy
Hub for more videos.